‘We do not talk about these things’: the promises and challenges of reflective thinking and controversial issue discussions in a Chinese high school

AbstractBroaching controversial issues with critical reflective thought is integral to a democratic education and during the past few decades China has gradually reconceptualized its moral education curricula toward this end. Therefore, this study sought to explore the extent to which controversial issues are addressed and reflective thinking is developed within one Chinese high school's moral education classroom. Drawing on student interviews, this study found that, similar to democratic countries, students were afforded few occasions for doubt and reflective thought due to habits of dualistic thinking, traditions within curriculum and instruction, and parental roles in moral upbringing.Keywords: moral educationcontroversial issuesreflective inquiryreflective morality AcknowledgtementThe author thanks Miami University's College of Education, Health, and Society for their generous support of this research. I am also grateful to Prof. Aimin Wang for his cogent advice and facilitating relationships with Chinese institutions and educators.